Alexandra Marques Pinto
Associate Professor
Deputy Director of FPUL
School Board Member
Scientific Council Member
Disciplines
Educational Psychology
Taught Modules
Adaptation and Welfare Processes
Introduction to Human Sexuality
Learning and Management of Personal and Academic Skills in Higher Education
Disciplines of Application of Educational Psychology: Assessment and Intervention
Adaptation and Risk Prevention
Dissertation Support Seminar
Internship Seminar
Research focuses on adaptation processes throughout the life cycle, in school, family and work contexts. Research projects emphasize the study of self-regulation processes associated with negative and positive emotional experiences (e.g., coping, savoring), the prevention of mental ill-health risks (e.g., burnout, PTSD) and the promotion of well-being (e.g. engagement, subjective well-being).
Self-regulation processes associated with negative and positive emotional experiences and their relationship with health and well-being.Emphasising two preferential lines of research , developed with numerous populations (such as teachers, students, military and their families, couples, police forces, firefighters, health professionals, journalists, temporary workers) and in different contexts (school, family and work): (i) study of positive and negative emotional experiences, self-regulation and its relationship with health and well-being; (ii) design / adaptation, implementation and/or evaluation of promotion of health and well-being programs.
“Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes” – BIAL nº nº 114/16
Member of the evaluation panel in the area of Psychology, of the Fundação para a Ciência e Tecnologia’ 2015 Call for PhD and Post-Doctoral Scholarships.
Consultant for Portugal of the RN4CAST@pt Nurse Forecasting in Europe project, 2013 – 2018, funded by the Second Framework Program of the European Commission.
Cadima, I., Marques Pinto, A., Lima, S., Rego, S., Pereira, J., & Ribeiro, I. (2016). Well-being and academic achievement in secondary school pupils: The unique effects of burnout and engagement. Journal of Adolescence, 53, 169-179.
Carvalho, J. S., Marques Pinto, A., & Marôco, J. (2016). Results of a mindfulness based Social Emotional Learning program on Portuguese elementary students and teachers: A quasi experimental study. Mindfulness. http://dx.doi.org/10.1007/s12671-016-0603-z.
Correia, K., & Marques Pinto, A. (2016). “Giant Leap 1”: A Social and Emotional Learning program’s effects on the transition to first grade. Children and Youth Services Review, 61, 61-68.
Costa Ramalho, S., Marques Pinto, A., Ribeiro, M.T., & Pereira, C.R. (2015). Savoring positive events in couple life: Impacts on relationship quality and dyadic adjustment. Family Science, 6(1), 170-180.
Monteiro, S., Marques Pinto, A., & Roberto, M.S. (2015). Job demands, coping, and impacts of occupational stress among journalists: A systematic review. European Journal of Work and Organizational Psychology, 25(5), 751-772.
Raimundo, R., Marques Pinto, A., & Lima, L. (2013). The effects of a social-emotional learning program for elementary school children: The moderating role of pupils’ characteristics. Psychology in the Schools, 50(2), 165-180.